Encyclopedia of Language and Education – serie

This volume, one of eight in a series entitled "Encyclopedia of Language and Education", examines spoken language as a field of study, looking at the various ways in which the place of talk can be theorized in education, and examining the way talk is actually done in educational settings. Given the centrality of literacy-based practices in schools, a book focusing on talk brings quite different and important perspectives to the study of education. Talk is something that has often been devalued and taken for granted. What becomes evident throughout the papers included in this volume is that talk is of central importance in establishing identities and the cultures in which those identities are located. However, because people are unused to reflexively examining the way they talk, there is a serious disjuncture between what they believe talk should achieve and what can be seen to be achieved in actual talk in educational settings. This book should interest those involved in teaching, and should be especially relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.

In many parts of the world, it is common for a child to grow up speaking a local language at home, another in the market place, adding another to his repertoire as a "lingua franca", and then adding a language of wider communication such as English or French if he continues his formal schooling. The contributions to the volume examine in some detail diverse aspects of second language education, ranging from a focus on the basic contributions of linguistic theory and research to our understanding of second language learning and teaching, to a series of reviews of innovative language education practices in selected regions of the world. For the purposes of this volume, second language education has been defined operationally to encompass education which occurs in those settings and situations in which a dominant language is offered as a second language (for example, ESL in England or the United States whether as a subject of study or a vehicle through which other material is studied), as well as those cases in which an official, but not necessarily dominant, language is mandated (for example, French or English in certain parts of the Middle East or the Mahgreb).The contributions also focus mainly, although not exclusively, on second language education for school-aged learners.

This book contains a collection of more than 20 up-to-date overviews of a variety of aspects of language awareness and the role of metalinguistic knowledge in language development and education. The contributions offer a balanced perspective on a range of topics, including first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives from the UK and the Netherlands, critical pedagogy, the education of language teachers, the teaching of grammar, phonology and writing. The book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels.

This volume provides a comprehensive account of the implementation of bilingual education programmes in countries throughout the world. Bilingual programmes have been implemented to achieve a variety of educational and social goals in different contexts. Some programmes are intended to support the maintenance of national minority languages or to revitalize languages whose long-term survival is threatened; others aim to help recent immigrants succeed academically while making the transition to instruction taught primarily through the majority language of the society. In addition, bilingual programmes have been used to teach additional languages to students from the majority or dominant language group. Similar theoretical principles underlie the development of bilingual conversational and academic skills in all these diverse contexts.

This volume covers basic fields of Sociolinguistics and the Sociology of Language; both macro- and micro-domains are presented in the fields of language teaching, minority languages, and problems of language acquisition as well as practical issues of curricula planning and textbook writing. This book addresses students and scholars in the social sciences as well as public officials in education, language teachers and textbook writers.

This text is the second volume of the "Encyclopedia of Language and Education", overviewing an area which has emerged as a coherent and exciting field of study in the last two decades. While forming part of a series of eight volumes, the book also stands on its own, drawing on some 25 state-of-the-art reviews of concerns in the study of literacy prepared by leading writers and researchers. The book is organized in four main sections: reading, writing, the social context of literacy, and literacy teaching in selected regions. The approach is multidisciplinary, drawing on insights from fields as diverse as anthropology and computer science, sociolinguistics and psychology. The international flavour of the volume is reflected not only in the choice of contributors from eleven different countries but also in the emphasis throughout on the impact of globalization on our understanding of literacy.

This publication examines spoken language as a field of study, looking at the various ways in which we can both theorize the place of talk in education, and examine the way talk is actually done in educational settings. Given the centrality of literacy-based practices in schools, a book focusing on talk brings quite different and important perspectives to the study of education. Talk is something that has all too often been devalued and taken for granted. What becomes evident throughout the papers included in this volume is that talk is of central importance in establishing identities and the cultures in which those identities are located. However, because we are unused to reflexively examining the way we talk, there is a serious disjuncture between what we believe talk should achieve and what can be seen to be achieved in actual talk in educational settings. Becoming more aware of the centrality of talk and what it achieves is important both for enabling us to find ways to bring our ideals more in line with our practices and for being able to recognise and reflect on the ways our talk can be achieving things quite other than what we intend.This book is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.

In many parts of the world, it is common for a child to grow up speaking a local language at home, another in the market place, adding another to her repertoire as a lingua franca, and then adding a language of wider communication such as English or French if she continues her formal schooling. The contributions to this volume examine in some detail diverse aspects of second language education, ranging from a focus on the basic contributions of linguistic theory and research to our understanding of second language learning and teaching on the one hand, to a series of reviews of innovative language education practices in selected regions of the world on the other.For the purposes of this volume, second language education has been defined operationally to encompass education which occurs in those settings and situations in which a dominant language is offered as a second language, for example ESL in England or the United States whether as a subject of study or a vehicle through which other material is studied), as well as those cases in which an official, but not necessarily dominant, language is mandated, for example French or English in certain parts of the Middle East or the Mahgreb). The contributions also focus mainly, albeit not exclusively, on second language education for school-aged learners.

This volume provides a comprehensive account of the implementation of bilingual education programs in countries throughout the world. For academics, graduate students, and policymakers, this volume clearly outlines the social and educational goals that can be achieved through bilingual education. It highlights the need to take account of the complex political context of inter-group relationships within which bilingual programs are inevitably embedded.

This text contains a collection of more than 20 state-of-the-art overviews of a variety of aspects of language awareness and the role of metalinguistic knowledge in language development and education. The contributions come from more than a dozen countries and offer a balanced perspective on a range of topics, including first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives from the UK and the Netherlands, critical pedagogy, the education of language teachers, the teaching of grammar, phonology, and writing, and others. In all, the book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels.

This volume seeks to enable language and education practitioners, researchers, and interested lay readers alike to get a sense of the range of issues being pursued in language and education research and the array of methods employed to do so. A major assumption of the volume is that both micro and macro perspectives and both social and linguistic levels of analysis are critical for an understanding of the interaction between language and education. It is organized in four parts, focusing in turn on language and education in relation to society, variation, culture, and interaction. The contributing scholars hail from five continents and nine countries; they represent a great diversity of linguistic, cultural, and disciplinary traditions.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.